Unit 001
Roles, responsibilities and relationships in lifelong learning IntroductionAs an experienced manager who has gained the DMS qualification (Diploma in Management Studies level 5) I have a clear understanding of leadership and a team environment and using people skills to promote good work dynamics. In addition I am a qualified beauty therapist with my own beauty business. My aim is to achieve another quality and qualification to enable me to promote and pass on skills to others within teaching. For my continued professional development and accreditation I attend regular training to keep my skills updated along with beauty shows and read regular health & beauty magazines and articles to ensure I am aware of new treatments, marketing and promotional offers. Within both teaching and my clients I promote equality and diversity which is “key” to any business or teacher being successful, therefore being open late nights and early mornings to accommodate commuters, offering services to all groups of people. When teaching it is important to remember cultures, religions, genders and examples of races and respecting that everyone is not the same within my profession.

The learner will:
1. Understand own role and responsibilities in lifelong learning 1. - ECM –Every Child Matters is the green paper passed by the government in September 2003, to help improve and protect children up to 18 years old from violence, abuse, early pregnancy and lack of education, the paper rolls out ways in which services work together as preventatives, as teachers we are expected to act on any guidance within the ECM. Schools and colleges have joined and linked with other services and a framework with 5 outcomes are being monitored, Be Healthy, Stay Safe, Enjoy & Achieve, Make a Positive Contribution & Achieve an Economic Wellbeing. - The Data Protection Act 1998 is a framework to protect the rights of peoples personal data and is designed to safeguard personal data it has a balance to collect a legitimate need for personal data this can include criminal records checks for teachers as well as student information for record keeping. - Codes of Practice became law on 6 April 2011. It simplifies streamlines and strengthens the law, it also sets a new standard for those who provide public services to treat everyone, with dignity and respect. The main purpose of the Codes of Practice is to provide detailed explanations of the provisions in the Act and to apply legal concepts in the Act to everyday situations. The Equality Act is the most significant piece of equality legislation for many years. It gives individuals greater protection from unfair discrimination and makes it easier for employers and companies to understand their responsibilities. It also sets a new standard for those who provide public services to treat everyone, with dignity and respect. - Control of Substances Hazardous to Health (COSHH) is a regulation teachers must adhere to especially within the beauty industry simple tasks such as keeping ventilation clear, good hand care and protective work wear are being adhered to and students have been notified. - The Health and Safety Act is “key” to safety within the work place ensuring students know where fire escapes are, fire meeting points are, who is responsible for reporting accidents within the class room, this should be made clear at the beginning of lessons and clear notices seen within class rooms. - Public liability and personal insurance must be kept up to date to ensure any accidents or incidents can be claimed, this can prove to be a costly process for any teacher not only financially but also professionally. - It is essential that the Trade description act 1968 is followed all products and services must be advertised and sold as promoted this information must be explained clearly. - Portable Appliance Testing (PAT) should be carried out on all...

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...Preparing to Teach in the Life Long Learning Sector
Unit001 – Roles, Responsibilities and relationships in lifelong learning.
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TASK A Guidance Document
Driver Training Department.
Guidance Document for driver trainers working with learners
Overview
Instructing, coaching and assessing in the driver training sector can present many challenges and variants when interacting with learners on a day to day basis. Training scenarios can greatly differ in their aim, practical application or severity of risk assessment and your involvement can then vary to include the protection of personal information, development of training materiel or direct contact with individuals. You should be aware of how your actions could influence or impact on not only learners, but also colleagues the Service and even members of the public.
Legislation
It is essential you familiarise yourself with the various Legislative acts, regulatory requirements (including codes of practice) and Service policies which have been outlined below. Though it is not expected for trainers to know these word for word, you will need both an accurate interpretation of them and the ability to refer to them with ease.
Health and Safety at Work Act (1974)
This Act sets out the general duties which employers have towards employees and members of the public, and duties which employees have to themselves and...

...Unit Number 001
Role, responsibilities and relationships in the lifelong learning.
A summary of key aspects of legislation, regulatory requirements and codes of practice relevant to the role and responsibilities of the teacher.
Teachers must maintain their knowledge of legislation, regulatory requirements and codes of practice and ensure that they are up to date with all current requirements, which are often subject to change. Some are generic and affect all who teach, whereas some are subject (or environment) specific. (Gravells 2012:19-22) Generic will differ depending on what it is you teach. We must be aware of the requirements external bodies and regulators like Ofsted (in England). Plus other awarding organisations who will quality assure their qualifications. An example of a procedure we must follow would be the Data Protection Act (2003).
The Equality Act (2010), which harmonises some 20 previous pieces of Equalities legislation is important within the lifelong learning sector and helps ensure accessibility to learning with a view to equality and diversity. This covers disability, sex, race, age, ability etc. Equal opportunity is a concept underpinned by legislation to provide the correct and appropriate access for the participation, development and advancement of all individuals and groups. In today’s world we can refer to this as everyone being different but having the same equal rights.
Valuing diversity is about...

...have a positive experience during courses, Initial and diagnostic assessment is among learners first experiences of your training and will influence their initial impressions. If the experience is positive, active and involving, this will help to create a climate in which learners are able to negotiate and take responsibility for their learning.
There are many ways to assess the needs of learners,
1) Documents and records give evidence of achievements and include qualifications, records of achievement, references, non-academic certificates and awards.
2) Self-assessment gives learners some idea of where their strengths and weaknesses lie. It is vital to take learners’ own views into account and to make the most of this knowledge.
3) Discussions and interviews allow the trainer and learner to get to know each other. They also provide an excellent opportunity to feed back the results of other assessment methods and to probe more deeply.
4) Assessment tools can play an important role in objective initial and diagnostic assessment of literacy, language and numeracy (LLN) skills. Tools are also sometimes used to assess occupational skills and learning difficulties and/or disabilities.
5) Structured group or individual activities during induction and early parts of the programme allow learners to apply specific skills. A free writing task, for example, gives a rounded picture of how someone actually writes. Such a task also helps to put learners...

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E2
There are many different family structures in today’s society. The differing types of family structures can be beneficial for children as it is important for children to have families who they can depend on. Here is an image mentioning a few of these:
Within these family structures, there are different types of parenting; authoritarian, permissive, authoritative and uninvolved parenting (neglectful parenting).
The authoritarian parenting style would consist of strict rules with harsh punishments for breaking these rules. Children may not be given a choice or an explanation for the strict rules and if asked to explain, the parent may simply say “because I said so”. Parents have very high demands and expectations so children would associate obedience and success with love. In this type, the child is getting cared for but the parents are not lenient with the child, this could cause the child to become aggressive outside of the home.
Another type of parenting is permissive parenting. This involves the adult giving the child anything they want, when they want. This would not be very good for the child as it will have no sense of disobedience and the parent will not discipline their child. There would be no rules or boundaries set for the child meaning there would be very low expectations, this would not encourage the child to work hard. Permissive parents would be very loving and nurturing towards their children but may...

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As an early years practitioner it is your job to ensure that you meet children’s learning needs and understand and work with all children’s learning needs. It is important that you provide different kinds of opportunities also focus on individual children’s learning needs each and every child is unique and all learn at different rates. When in a setting it is important that you plan an enabling environment that children will find challenging but will allow them to learn in different areas.
The United Nations Convention on the Rights of the Child (UNCRC) is a legally-binding international agreement setting out the civil, political, economic, social and cultural rights of every child, regardless of their race, religion or abilities.
The (UNCRC) was brought together to focus on children’s rights, it is there to show that children’s have rights and their safety is priority as they are more vulnerable. The (UNCRC) states that all children’s wants and learning needs should be met, also it has 5 core rights these being;-
The right to life The right to his or her own name and identity
The right to be protected from abuse or exploitation
The right to an education The right to having their privacy protected To be raised by, or have a relationship with, their parents
The right to express their opinions and have these listened to and, where appropriate, acted upon
The right to play and enjoy culture and art in safety
The (UNCRC) has two main articles that state that...

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68.1 Understanding the principles of person centred assessment and care planning.
1.1 Explain the importance of a holistic approach and planning of care or support.
One of the essential aspects of planning care services is to have a holistic approach to planning and provision. This means recognising that all parts of person life will have an impact on their care needs and that you need to look beyond what you see when you meet them for the first time. The idea of person centred planning comes from the valuing people 2001 white paper. It contains some broad principles that are of relevance to work with all people. Key principles of person centred planning assessment art that.
The person is at the centre
Family and friends are full partners
Others involved in person wider life may be included.
Person centred planning reflects the persons capacities, what is important to the person now and in the future and specifies the support they require to make a valued contribution to their community.
For example my person centred
Yvonne
Sarah Daughter Kevin husband Oliver son in law Katie, Thomas, Abigail grandchildren
Remembering my son Philip and my mum
Oscar my cat
Sue my best friend
Other family and friends
Work all the service user I support
All staff I work with for real life options
Service user family
Any professional people involve in my health
1.2 Describe ways of supporting the individual to lead assessment and planning process.
At...

...﻿Unit 107
1.1 - Communication is a two way process and is how a person will send a message and how a person will receive and understand the message. Communication is not only about the words used but the manner in which you use them. The main feature of two way communication is the flow of information from both ways. This process is called a communication cycle. Communication always has a purpose and this may be to pass on information or an idea, to express a need or want to persuade someone to do something, share confidential information and share or express emotions. A message coded is when an individual thinks about how they are going to say what they are thinking and decides in what form the communication is, this could be in spoken words or sign language. An individual will then put it into this form. A message understood is if the message has been communicated clearly and the other person has concentrated and there are no barriers to communication, the other person understands the message. They show they have understood by giving feedback. The stages of the communication cycle are repeated backwards and forwards as long as the conversation goes on.
1.2- Two way communications is important because it allows the sender to ensure that the receiver has received and understood the message being sent. It is a necessity to achieve understanding and knowledge. We communicate to facilitate a need. When there is a barrier to communication it can lead to...

...﻿Harriet Green: moonkai@hotmail.com
Unit 1
Promote communication in health, social care or children’s and young people’s settings
Unit number: J/601/1434 (SHC31)
Credit: 3
Guided Learning Hours: 10
Level: 3
Learning outcomes:
Outcome 1 Understand why effective communication is important in the work setting
1.1 Identify the different reasons people communicate.
The main reason we communicate is because we want or require something.
This may be for comfort: We may require something for our comfort in the form of food or drink, keeping warm or cool, the use of the toilet, bathing etc. or emotional comfort.
Exchange of information: We may need to give or receive information about ourselves and the choices we may need to make.
Expression of our emotions: We communicate our emotions so that the people around us know how we feel and how to support us whether we are happy, sad or scared.
Communication may be verbal, non-verbal, formal or informal. All communication should remain confidential on a need to know basis whatever the type of communication that has taken place.
1.2 Explain how communication affects relationships in the work setting.
Communication plays a vital role in the care of an individual. I need to know what I am required to do at each service user’s call. This information is communicated to me in a variety of different ways. The service user may tell me,...